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A Study of the Attitudes, Experiences and Practices of Photographing and Sharing Images of Children in Ireland

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A Study of the Attitudes, Experiences and Practices of Photographing and Sharing Images of Children in Ireland Shut up and smile: A study of the attitudes, experiences and practices of photographing and sharing images of children in Ireland Glenn Doyle BA, MA Thesis Submitted for the Award of Degree of Doctor of Philosophy School of Communications Dublin City University Supervisor of Research: Dr. Debbie Ging, School of Communications December 2020 Declaration I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of PhD is entirely my own work, and that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: ID No. 14114933 Date: ii iii Acknowledgements This PhD journey began in the autumn of 2012 and has been both an ardours and enlightening experience. It culminates an educational path that before my 25th year was one most unlikely to have been considered, let alone completed. I am a first-generation graduate from a working-class background whose, like so many others, only career advice from secondary school was to pass the Leaving Certificate and get a job. Third level education was never presented as a viable option. Successfully getting through the Leaving Certificate brought immense pride to both my parents and a sense of relief to me and my job in a record shop from 1992-1997 provided a stable income for someone fresh out of school. Redundancy presented me with a choice to take a Post Leaving Certificate course in media studies (an area I had developed a keen interest in) or to follow in my father’s footsteps and join An Post. Almost 22 years later, having successfully completed both my BA(hons), MA and established a career in third level education since 2003 it is with immense pride that I submit this research for the award of Doctor of Philosophy. Across the last eight years I have conducted this research registered as a part-time student, while I worked full time and helped raise two children who were under the age of two when I began this PhD journey. The reality is that there was very little about this experience that was part-time. The many pre-dawn and late-night hours spent reading, writing and editing were difficult and it was only through perseverance and self-discipline that I have got to this stage of completion. Getting out of bed between 4.30-6.00am to work on research before the school run and a commute to work was motivated by the consideration that the pain of the discipline would always be surpassed by the pain of the guilt having not done it. Discipline equals freedom. Without the contribution of this study’s participants the research would never have been conducted. It is with heartfelt gratitude that I thank you for your time and commitment during the data-gathering stage of this research. iv To my supervisor Dr. Debbie Ging, I thank you for taking me on as a research student after a challenging first two years in which my confidence in my capabilities as a research student were at a low ebb. I am grateful for the consistent expertise, advice and empathy you provided throughout the process and I hope our academic paths align again in the future. Thank you to all my colleagues in Dundalk Institute of Technology for their support, with a special thanks to Dr. Ronan Lynch and former colleague Dr. Caroline Ann O’Sullivan for their encouragement, inspiration and guidance throughout. I would like to acknowledge the support provided around the clock by my fellow researchers and members of the Facebook groups The Virtual SUAW – Parents Edition and The Full Draft Club. During these extraordinary times of the Covid19 pandemic the importance of having access to such a support network to provide advice, knowledge and humour will always be appreciated. I will continue to reciprocate this support beyond completion of this study. To my Mam, your time, love and support will never be forgotten. Thank you for always asking with sincerity how the study is going and listening to my numerous reasons for it being ‘nearly done’. To Dad, thank you for the support you gave during the initial stages of this research, it’s just a pity you aren’t here to see its completion. To Leighton, thank you for the continued support and encouragement. To Jenny, thanks also for your support. To Reg and Ellen, you were barely able to talk when I began this research over eight years ago and you have shown levels of patience beyond your young years during the many heart-breaking times I was unable to spend time with you. From now on at least you will not have to hear the words ‘be quiet, Daddy’s studying’. Finally, to my wife Caroline. Your encouragement, motivation and enthusiasm was a crutch that continually supported me throughout this journey. Your patient endurance through these most challenging of times will always be remembered. Words of thanks will never equate to the v appreciation and admiration I have for the support and love you have shown, but thank you nonetheless. vi Table of Contents DECLARATION ................................................................................................................................................. II ACKNOWLEDGEMENTS .................................................................................................................................. IV LIST OF TABLES ................................................................................................................................................ X LIST OF FIGURES ............................................................................................................................................. XI LIST OF APPENDICES ..................................................................................................................................... XIII ABSTRACT .................................................................................................................................................... XIV 1 INTRODUCTION ............................................................................................................................................ 1 PERSONAL CONTEXT ......................................................................................................................................... 1 1.1 INTRODUCTION .......................................................................................................................................... 2 1.2 RESEARCH AIMS.......................................................................................................................................... 4 1.3 DEFINITIONS AND DISTINCTIONS OF KEY TERMS ................................................................................................... 5 1.4 METHODOLOGY ......................................................................................................................................... 6 1.5 CHAPTER OUTLINES ..................................................................................................................................... 7 2 THE DEMOCRATISATION OF PHOTOGRAPHY AND THE SHARING OF IMAGES OF CHILDREN ....................... 10 2.1 INTRODUCTION ........................................................................................................................................ 10 2.2 THE EMERGENCE OF PHOTOGRAPHY AS A PRACTICE – FROM THE ELITE INTO THE EVERYDAY .......................................... 10 2.3 DOMESTICATING THE PRACTICE OF PHOTOGRAPHY ............................................................................................ 11 2.4 VERNACULAR PHOTOGRAPHY AND AN EMERGING CONCERN ................................................................................. 15 2.5 DIGITAL PRACTICES OF EVERYDAY PHOTOGRAPHY AND SOCIAL MEDIA USE ................................................................ 18 2.5.1 THE OMNIPRESENCE OF THE DIGITAL CAMERA ................................................................................................ 20 2.5.2 SHARENTING AND THE ONLINE SHARING OF IMAGES OF CHILDREN ....................................................................... 21 2.6 CONCLUSION ........................................................................................................................................... 25 3 CHANGING CONCEPTUALISATIONS OF CHILDHOOD AND HOW THEY HAVE INFLUENCED THE PHOTOGRAPHING OF CHILDREN ................................................................................................................... 27 3.1 INTRODUCTION ........................................................................................................................................ 27 3.2 THE EMERGENCE OF CHILDHOOD ................................................................................................................... 27 3.3 CHILDHOOD; ALTERNATIVE PERSPECTIVES AND CONCEPTUALIZATIONS .................................................................... 29 3.4 THE MODERN CHILD: A 19TH CENTURY INVENTION ............................................................................................. 33 3.5 THE IMAGING OF THE CHILD HISTORICALLY ....................................................................................................... 35 3.6 THE PHOTOGRAPHED CHILD ......................................................................................................................... 41 3.7 THE IMPACT OF THE INNOCENT CHILD
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